Three Million Strong TpT Sale (and 3 new bundles!)

Teachers Pay Teachers has reached THREE MILLION teacher members!

Image Credit: Lindsay Perro

In celebration of this milestone, my TpT store will be 20% off for THREE days February 27 through March 1. And I will reveal a new bundle of math goodness each day in this little nook...

#1

Solve Systems of Linear Equations

#2

Transformations

#3

Arithmetic and Geometric Sequences

Meanwhile...hop over to Blog Hoppin' to browse the linky party of sellers who are celebrating with me. Happy shopping to YOU!

30+ iPad Apps for the Math Classroom

Do you have an iPad or two (or maybe a class set of 30!) available to use with your math students?

Are you wondering where to begin?!?
Problem solved.

iPad Apps for the Middle School Math Classroom

Browse my list of 30+ iPad apps for the middle school math classroom. This list includes everything from student screencasting to project organization to teacher productivity. And each icon is linked directly to the App Store for your convenience. Be sure to check back often for updates!

Thank Your Champion...

Every child deserves a champion...

an adult who will never give up on them,

who understands the power of connection,

and insists that they become the best they can possibly be.

-Rita Pierson

During an impromptu meeting, my mentor posed a question I had never pondered.

"Lisa, what was the turning point for you?"

We talked about professional growth and career goals often, but this question was focused on the distant past instead of the future. I had never shared the pivotal failure that occurred during my fifth year of teaching.

Envision the last day of school before break when teachers and students are putting the final touches on semester details. I was conferencing with students to review final grades...in this instance three boys had gathered at my desk because they were inseparable (or should I say competitive?!?). I informed one student that his final grade was an 88%.

He replied, "Not bad."
I rallied, "True. Not bad. But you could have done better."
And his gut-wrenching statement that I will never forget, "Why didn't you tell me that sooner? I would have worked harder!"

Seriously. What had I done? I was so focused on the challenging content and making it accessible to my students that I had completely lost never gained sight of my students. Please notice the difference. I had great rapport with my students. I was involved in their world. I never gave up on them. And I truly believed they were capable of great things. I just never told them. In that moment of realization, I vowed to be a champion for students.

When I watched Rita Pierson's TED Talk this past summer, I immediately thought back to this discussion. I wholeheartedly agree. Every child deserves a champion. Not just someone who silently believes in them from the sidelines, but an adult who is in the game for the sole purpose of ensuring they reach their fullest potential.

Do you have a champion?
Yes. YOU! The educator.
The one who works tirelessly for the students you serve.
Who never gives up on you?
Who is it that understands the legacy of relationships and insists you become the best you can possibly be?

Be sure to thank your champion for asking the hard questions!

Genius Hour for Teachers

While sitting in a district Math Task Force subcommittee meeting last winter, the junior high principals asked me what teachers needed most to fully implement the Common Core State Standards. My response was immediate and simple. Time!

Modeled after 20% time projects at 3M, Google, and FedEx.

I continued with specific descriptions. Not time before or after school...that conflicts with tutoring, conferences, meetings, and assigned duties. Not time away from the classroom...that hinders overall long-term progress with students. But time during the school day with no responsibility for anything other than a focus on researching, thinking, collaborating, and creating whatever necessary to build stronger students.

One principal was convinced she could make that happen if the math teachers would be willing to increase their class size from a maximum of 25 students to a maximum of 30 students. The teachers were willing and the principal worked her magic with the master schedule so that every math teacher has 5 classes, 2 preparation periods, and one math department period for Genius Hour. The design allows teachers 80 minutes per week to collaborate via a scheduled session with an additional 120 minutes per week to create their own supplemental path.

The Mission:
Every Fulbright math teacher has genius in them. It's true. And it takes time to discover, develop, and unleash that genius. Given the shift of instructional practices in the Common Core math classroom, FJHS math teachers have been gifted with time to investigate the genius that will build better math students.

The Process:
First, the teachers generate pedagogy-related questions based on student needs. Then the facilitator creates coordinating prompts to jumpstart a team session. And the team collaboration evolves from there. Considering my relocation to a state in which I'm not certified to teach, the principal asked if I would facilitate the scheduled Genius Hour sessions via Skype. It was a privilege to brainstorm this program into existence with her. We launched the first sessions in September 2013. And it has been an honor to work with her teachers; they are committed to excellence in all they do to serve students well.

For additional resources on Genius Hour ventures in education read The Best Resources for Applying "Fed Ex Days" to School blog post by Larry Ferlazzo, a high school teacher in Sacramento, CA. Follow @JoyKirr and #geniushour on Twitter. Read Joy's My Own Genius Hour blog to see this idea in action with her ELA Grade 7 classes. (The mission statement above is fashioned from her thoughtful posts.) Or view the Inside Look #3 video highlighting @KristiLevy and the Oshkosh Area School District in Wisconsin.

This post is written in loving memory of Kathy Murry.

The former principal and creative genius who established the home of the Timberwolves.

May her legacy howl forevermore.

  

dusting off my blogger mic...

It's time to dust off my blogger mic and return to chatting about math, curriculum design, and so much more! My little nook at "Mrs. Tilmon Says..." has been dormant for nearly a year. Where has the time gone?!? And what exactly would have me so distracted from my treasured reflection spot?

I must confess. Implementing 1:1 laptops and the Common Core State Standards in my Algebra 1 classes for the 2012-13 school year definitely monopolized my time. But my personal life encountered quite a roller coaster as well. Let's take a quick peek at my 2013...

January

A retreat for two to Big Cedar allowed us to share hopes and dreams as we planned for the possibility of my husband receiving a transfer with his job.

February

The majority of spare moments this month were focused on applying to become a school trainer with Kagan.

March

Chuck accepted a new position located in Southern California. Spring Break was filled with planning for the transition.

April

We spent a long weekend in California for hunting a house, school, and church for our family. Chuck started his new job, while the girls and I returned to Northwest Arkansas to finish the school year.

May

Chuck returned to Northwest Arkansas for the end-of-school and moving festivities...such as putting the final touches on the poolhouse.

June

The big move! We had an awesome team who battled the rain to get our house boxed and loaded for the four-day journey to the west coast.

July

After a few weeks of hotel life, we moved into our house at the beginning of July. And we were blessed with another amazing team who unloaded the truck in the extreme heat. We had just enough time to unpack boxes before we left for Disney World. I completed my certification for Kagan School Trainer and the family hit the parks for a heavy dose of magic.

August

Our summer calendar ended with a drive to the beach and Taylor finishing an online trig course. The girls started school and quickly found a groove with all things California.

September

Don't get me wrong...we love California weather (especially in January!)...but triple digits in September isn't at the top of our list. Also I launched Genius Hour sessions with the Fulbright Junior High School math department via Skype.

October

Photo Credit: Nexstar Broadcasting

We traveled to Northwest Arkansas on an extended Fall Break for me to teach a few professional development sessions for Fulbright Junior High School. I squeezed in two LIVE Genius Hour sessions, a few refresher modules of Kagan Cooperative Learning, and the Kagan Cooperative Learning Day 3 workshop.

November

After decorating our house for Christmas, we traveled to spend Thanksgiving with family. We love every second we can sneak with Chuck's sister and family...which always seems to include Black Friday shopping.

December

We launched the week of semester finals with a drive to Malibu. And one of our favorite things about California is the three-week winter break! We stayed in sunny SoCal for Christmas.

January

We started a new tradition by going to the Rose Parade on New Year's Day. Chuck and the girls headed to the mountains for the first ski trip in the Tilmon family.


How's that for a longer than expected status update?!? Thanks for reading today! The talented Alicia over at Dreamlike Magic is helping me give my blog a face lift. Please pardon my mess during the construction phase! I look forward to sharing my thoughts as an educational enthusiast. Stay tuned...

Testing Post

Testing 1 2 3...

Middle School Math Blog

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New things are on the horizon for this little nook...be sure to follow!

goal setting in the classroom...

Day 31 Prompt: What will you do to energize yourself for 2013?

Perspective.
For 2013 I commit to consider my circumstances through the filter of serving students.
Trials and frustrations will arise.
Instead of being drawn to the negative, I vow to find a positive spin by fixing my eyes solely on the needs of our students.
If students are my primary focus, I can't go wrong...no distraction will steal my energy when I am serving students.

Let's hold each other accountable for keeping the main thing the main thing!

This post is part of the BlogHer #NaBloPoMo challenge.

Happy Friday Eve to YOU!
Make it count!

teaching perseverance via math...

Day 30 Prompt: Benjamin Franklin said, "Energy and persistence conquer all things." Do you agree or disagree?

 

Agree.

Persistence conquers all things.

And continued persistence requires energy.

 

In my algebra classroom, I strive to inspire persistence. I answer questions with questions. I provide reference points and resources rather than direct answers. I pose thought-provoking questions that add depth to the concept of focus. And I have no problem saying, "Well...let's see what new thoughts you have tomorrow that could inspire progress."

 

This mindset for any teacher requires energy. Much energy! An abundance of energy beyond the typical daily dosage. Why?!? Because it would be SO much easier to just provide students with a direct answer. For both of us! However, easy doesn't produce endurance...endurance stems from perseverance. And I want my students to be set for the long haul in future math endeavors.

 

Don't sell your students short. They are capable of thinking deeply and making connections. Always remember...the one thinking is the one learning! How do you integrate perseverance in your math classroom? Please share your tips by leaving a comment below...

This post is part of the BlogHer #NaBloPoMo challenge.

Happy Wednesday to YOU...make it count!

the iterations of teaching math...



Day 29 Prompt: What reoccurring thought uses up a lot of your mental energy?

 

Step 1.

Do my students have the necessary prior knowledge for this lesson?

Step 2.

Do my students already understand the new content outlined in this lesson? If so, how will I enrich these students while teaching the new content to the rest of the students?

Step 3.

How do I present new content in a way that is comprehensible by all students regardless of their prior knowledge? (i.e. How do I bridge the gaps while teaching new content?)

Step 4.

How do I know my students get it?

Step 5.

How will I enrich those who now understand the new content while actively remediating the students who don't get it?

Step 6.

Now...how do I know my students get it? And what will I do if they still don't get it?

Repeat Steps 1-6 for the next concept.

 

And this reiterative cycle occurs multiple times within one lesson. Yep. That's a reoccuring thought running through the mind of every teacher. It certainly uses up a lot of my mental energy. How about you?!?

This post is part of the BlogHer #NaBloPoMo challenge.

Happy Tuesday to YOU...make it count!

overcoming math anxiety...

Day 28 Prompt: What emotion do you think is the biggest waste of energy and why?

 

Emotion?

Worry.

Waste of energy?

Definitely.

 

I believe anxiety can be a huge waste of energy because if unchecked it can spin out of control quickly and cause unnecessary obstacles. My classroom has been occupied by students with math anxiety or general anxiety. I have found structure, routine, and confidence building opportunities are the best remedy for anxiety. Success breeds success. And when success becomes the norm...anxiety decreases and/or coping mechanisms keep the anxiety in check. Either way the student finds success.

I could speak to anxiety at great length. Perhaps I should write a series of posts on the topic. Any interest? General interest? Math interest? Let me know...I could share specific examples and modifications that made a positive impact.

So don’t worry about tomorrow, for tomorrow will bring its own worries. Today’s trouble is enough for today. 

Matthew 6.34

This post is part of the BlogHer #NaBloPoMo challenge.

Hope your week is off to a great start...make it count!

my latest pinspiration...

Confession:
I could spend hours browsing on Pinterest.
And my latest pinspiration has been working wonders in my classroom!

I spied some excellent examples of "_____ of the Day" for elementary classrooms. So I decided to make a few changes for my middle school math classroom and voila! This is the newest piece of my MATHercise routine for Algebra 1.

Hope your week is amazing...make it count!

top of my checklist...

Happy Saturday to YOU!

What's on your "to do" list today?

• finalize answer keys
• create assessment documents
• organize online calendar
• type review activity
• complete unit graphic organizer
• update online gradebook

And the list continues...and I haven't even shared items other than school goodness. A sweet colleague once shared that teachers are only caught up on the last day of school...all other days provide an opportunity for more to be accomplished. Absolute truth has never been more clear!

And just in case you're wondering...I'm still hoping for a snow day. Put that at the top of my checklist! A surprise vacation day would certainly allow me to check several items off my list...hopefully before I created more items to add to said list. Haha!

Enjoy your weekend...make it count!

running the race...

Day 25 Prompt: How long do you think you could last in a power outage?

How long could I last in a power outage?

Honestly?!?

Not long.

I'm a total girly girl with that sort of thing.

Embassy Suites is my kind of camping! :)

 

But seriously.

What does it really take to withstand a trial?

To overcome a battle?

To experience the sweet taste of victory?

 

PERSEVERANCE

and

ENDURANCE.



 

Math is a fairly unpopular subject.
It gets a bad rap...from current students and former students (aka parents).

But I am in absolute awe of the subject!
And even more importantly...I am passionate about sharing my feelings with others.

I strive to encourage perseverance.

It comes in small packages.

Disguised in colorful gift wrap.

And it unfolds the spark of desire...for math!

I'm intentional about providing opportunities for perseverance because perseverance leads to endurance. And any student (lover of math or not) is going to need an extra helping of endurance when it comes to making mathematical connnections.

This post is part of the BlogHer #NaBloPoMo challenge.

Happy Friday to YOU...make it count!

the woes of classroom laptops...



Day 24 Prompt: What is your favorite thing to do when you lose energy in your home and can't use electronics?

 

My family loves to play games! Word games. Card games. Board games. I can't think of a game we refuse! And our game of choice lately is the Dutch Blitz card game.

 

 

 

This is a card game that I started playing as a little girl. It's fast-paced game where energy abounds. We get a little loud. And laugh hysterically. But we still meet the objective of the game...to BLITZ!

 

Now...in my classroom?!? It's ironic that this prompt is posted on the day I'm attending my 21st Century classroom training. Since I will be out of the classroom today, my students will not have access to our classroom laptops. Something tells me the clock will move much slower today. Usually I leave math games for my students to play; however, today my students will be collaborating in their teams to compare linear and exponential functions.

 

What do your students do during the absence of technology? What type of plans do you leave for a substitute? With or without technology?

 

This post is part of the BlogHer #NaBloPoMo challenge.

Happy Friday Eve to YOU...make it count!

conserving energy...

Day 23 Prompt: What is the most creative way you conserve energy in your home classroom?

Using a lamp instead of the classroom lights? Yes. 

Keeping the blinds closed? Yes. 

Keeping the room cool so the heat only turns on a few times a day? Definitely. 

Recycling papers that were part of the process. Sure. 

But do I really want to talk about that type of energy? Not so much. 

And to be honest, I can't say that conserving student energy has ever been one of my classroom goals. My middle school math students seem to have an endless supply of energy! So I just plan activity after activity to use my resources wisely. :) 

This post is part of the BlogHer #NaBloPoMo challenge.

fossil fuels in my classroom...

Day 22 Prompt: Come up with a creative plan (and no, it doesn't have to be realistic and scientifically-based -- toddler on a hamster wheel, anyone?) to create energy once we use up our fossil fuels.

Define fossil fuels:

Oil, coal, natural gas...all non-renewable sources of energy. Once depleted this energy source cannot be replaced. Besides that long-term problem, when fossil fuels are used to provide energy the process also causes damage to the atmosphere. 

What are these in my classroom?

Standardized testing. I believe in teaching with the end in mind. Aiming toward what my students should be able to do at the conclusion of our time together maintains focus for all parties involved. And standardized testing has unleashed a giant highlighter on measuring the extent to which the content has been learned. A source of energy that can be used to adjust the path for future learning. Meanwhile, this measure has been widely used to "rank" students, teachers, schools, districts, and states. And therein lies the damage to the classroom. Comparison vs. collaboration. 

What if they cease to exist? How do I make them renewable?

No more standardized testing? That's an immediate gain of time in my classroom; a definite plus. And that has to save all levels of institutions plenty of money that can be reassigned; technology infrastructure, please. However, I still need the data that shows individual student alignment to our learning goals, but that's an ongoing process in my classroom regardless of whatever testing is administered from above. 

This post is part of the BlogHer #NaBloPoMo challenge.

Disclaimer: As with all opinions I share via my blog, these statements are my personal beliefs and do not necessarily reflect the thoughts, opinions, or practices of my employer. 

Happy Tuesday to YOU...make it count!

classroom concern...

Day 21 Prompt: What is your biggest concern about the future of the classroom environment?

How do I give my students the firm foundation they need for future learning while preparing them for a totally different classroom environment and instructional style?

That is my biggest concern. It overwhelms me at times. Why?!? Partly because of my 10 years of experience teaching at our highly ranked local high school. Partly because I am the mom of a high school student. I know the differences. Knowledge is power, right? But teaching foundational math at the middle school/junior high level is critical in content...while my concern lies in the practical skills of being an independent learner. How do I teach students to respectfully advocate for themselves? How do I help students realize how they learn best and then passionately take a stand when those conditions aren't readily available?

My apologies if you were hoping for a Go Green message today. Instead I twisted the prompt to my classroom and spilled my deepest fear. It would be awesome if I could list a 3-step solution to remedy my concern. Truth? I'm at a complete loss on this one. I do know that success in overcoming this concern will require me to be intentional in my efforts. As always, I will certainly keep you posted. 

This post is part of the BlogHer #NaBloPoMo challenge.

Hope you made this special day extraordinary...make it count!